Blackboard Exemplary Course Program
2011 Submission Instructions and Form
Deadline: January 18, 2011
Thank you for your interest in the Blackboard Exemplary Course Program (ECP). Complete this
submission form following the instructions below. We look forward to reviewing your course!
Benefits of Participating in the Blackboard Exemplary Course
Program
There are many benefits to participating in the Blackboard Exemplary Course Program. As a
participant submitting your course for review you will:




Reflect on your own course design through a self-evaluation of your course and gain
new perspective and insights on your course
Receive detailed feedback on your own course development on the best practices you
are employing or areas in which it can be improved
Apply lessons learned from the Exemplary Course Rubric to your own courses or those
you are helping to develop
Gain professional development experience and recognition for your accomplishments
and participation in the program
All courses will be reviewed and will receive detailed feedback on their design, interaction and
collaboration, assessment and learner support components.
Courses rated as Exemplary, each author (or authoring team) and the exemplary aspects of their
course, will be promoted on Blackboard websites and in various promotional materials selected
by Blackboard. Lessons learned and best practices from the course author (or authoring team)
will be shared with the eLearning community. A representative from the award winning course
teams will be invited to attend BbWorld® 2011 to share their experiences about exemplary
course design with the Blackboard eLearning community. See the OFFICIAL RULES for this
promotion (page 13) for more details.
How to Submit your Course for Review
1. Provide information about you and your course in the form below (page 4).
2. Self-evaluate your course using the Blackboard Exemplary Course rubric (listed in the
Appendix of this document pages 15-18) and fill in the information requested in the
submission form below (pages 15-20).
3. Create a back-up of your course and restore it for access on your server for use by the
evaluation team (see page 2 for instructions).
4. Upload the completed Submission Form at http://www.blackboard.com/ecp.
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©1997-2011. Blackboard Inc.
Submitted courses are reviewed by a team of peer reviewers and the Exemplary Course
Program Directors. The reviewers use a detailed rubric to evaluate each course. The results are
compiled and the feedback is returned to each course submitter.
Self-Evaluation Instructions
1. Print a copy of this submission form. Having a copy of the Exemplary Course Rubric will
assist you evaluate your course.
2. For each section of the Submission form below (e.g., Course Design, Learner Interaction &
Collaboration, Assessment) turn to the appropriate section of the rubric to view the
descriptions to help identify which rubric option (Exemplary, Accomplished, Promising,
Incomplete) to select.
3. Make your selections for each item using the pull-down menus in each section.
4. Be sure to provide narrative descriptions and examples as requested.
5. List and describe three ‘stand-out’ practices from your course that you wish to draw to the
reviewers’ attention for consideration as a best practices for the broader learning
community.
Submission Guidelines
Members of the Blackboard user community are welcome to submit courses for the 2011
Blackboard Exemplary Course Program. Courses being submitted must be in one of the
following Blackboard Learning Systems™:
 Blackboard Learn™ – Enterprise License
 Blackboard Learn ™ – Vista Enterprise License1
 Blackboard Learn ™ – CE Enterprise License2
 Blackboard Learn ™ – Basic License
 Blackboard Learn ™ – CE Basic License3
 Blackboard Learn ™ – ANGEL Edition4
If there is no evidence of interaction, using such tools as discussion, chat, email, blogs, wikis, or
podcasts, video, synchronous or asynchronous collaboration the course will not be considered
for review.
The reviewers will need online access to a copy of the course so they can evaluate it. The
reviewers will need designer or course builder access to the archived course instance until at
least July 31, 2011. Courses submitted for review must have ended by the submission deadline.
Please do not provide us access to courses in which students are currently enrolled. If student
privacy is an issue, or you have questions about providing online access of the course to
reviewers please contact us at ecp@blackboard.com to discuss possible alternatives.
1
Formerly WebCT Vista Enterprise License
Formerly WebCT Campus Edition – Institution License
3
Formerly WebCT Campus Edition Focus License
4
Formerly ANGEL Learning Management Suite
2
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©1997-2011. Blackboard Inc.
Submission Instructions
The Submission Form consists of 3 sections:
1. Information about You and Your Course
2. Self evaluation of the Course Design, Interaction and Collaboration, Assessment and
Learner Support of your course
3. Course Access and Permission Information
For each of the elements in Section 2, criteria statements and a space for narrative information
are provided. For each Criterion Section, select from the drop down list the choice that best
applies to your course.
In the Applicant’s Narrative field in each section, please provide a clear, succinct explanation of
how you think your course meets the criteria in each section as well as examples of exemplary
components. Your explanations are very important to the course evaluators, as they will be
visiting your course to examine and verify the information you have provided.
A sample completed submission is available here:
http://kb.blackboard.com/display/EXEMPLARY/2010+Exemplary+Course+Program+Documents
Please fill out this form completely. When you have completed the Submission Form, save it
using the following example,
Submitter’s name = Jill McMaster
Short name of course = Geog 101
File name = McMaster_Geog101.doc
The completed form should be uploaded through the Blackboard Exemplary Course Program
website (http://www.blackboard.com/ecp) no later than January 18, 2011.
All supplementary materials should be converted to electronic form (e.g., PDF, Flash,
Powerpoint, or a screencast movie made with Camtasia, Jing, or a similar tool) and attached
through the submission web page. We will not accept hard copies of supplementary material.
All submissions will be acknowledged by email within three business days of receipt of the
submission form. If you have any questions about the submission process, please e-mail
ecp@blackboard.com.
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©1997-2011. Blackboard Inc.
Blackboard Exemplary Course Program
Submission Form
Deadline: January 18, 2011
Information about You and Your Course
Submission Information
Submitter Name
Title/Rank
Assistant Professor
Institution
King Saud University
Department
Medical Education
Email Address
monaslmn@yahoo.com
Daytime Telephone
966505468581
Instructor Name (instructor(s) who
taught the course) if different from above
Title/Rank
Dr
Institution/Organization
King Saud University Medical College
Department
Medical Education
Email Address
monaslmn@yahoo.com
Daytime Telephone
966505468581
Names, Titles and email addresses of
instructional designers or others who
significantly contributed to the
development of this course (add more
lines as needed).
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©1997-2011. Blackboard Inc.
Course Information
Course Title
Cardiovascular block
Course Number
Cardio113
Language of Instruction
English
Number of semester/quarter hour credits
7
Which version of Blackboard Learn was
used to deliver this course? Check one.
Blackboard Learning System™ – Enterprise License
Blackboard Learning System™ – Vista Enterprise
License
Blackboard Learning System™ – CE Enterprise
License
Blackboard Learning System™ – Basic License
Blackboard Learning System™ – CE Basic License
Blackboard Learning System™ – ANGEL Edition
The environment for this course can best
be described as blended or totally online
(choose one).
Blended (a combination of face-to-face and
online)
Totally online (a fully online course with no
face-to-face component)
Student Target level (check all that apply)
K-12
Undergraduate:
1st year 2nd year
3rd year
4th year
Diploma/2 year Degree or Similar*
Certificate
Graduate Level
Professional Development
Other
*e.g., Further Education, Vocational Technical Schools, or
Community Colleges
Number of terms this course has been
offered in its present configuration.
1
Number of students who were enrolled in
the course you are submitting for review.
272
In order to acknowledge commercially
produced content, please indicate where in
the course this content may be found (e.g.,
Course Cartridges, e-packs, or publishersupported material. Please provide the
name of the publisher and the title of the
Course Cartridge or e-pack.).
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©1997-2011. Blackboard Inc.
Self Evaluation: Course Design
Course Design addresses elements of instructional design. For the purpose of this program,
course design includes such elements as the structure of the course, learning objectives, and
instructional strategies.
Use the Exemplary Course Rubric for detailed criteria applicable to the rating choices for each
area below.
Goals and Objectives
Rating: Exemplary
 Goals and objectives are easily located within the course
 Course goals and objectives are explained clearly
 Objectives reflect desired learning outcomes
 Objectives are provided for specific units/modules of the course
Content Presentation
Rating: Exemplary
 Content is provided in manageable segments
 Content is easily navigated; progression within units/modules is intuitive or obvious
 Content is presented using a variety of media (e.g., text, visual, audio) as appropriate to
the audience, learning goals, and subject
 Supplementary content materials are provided or suggested for further study
Learner Engagement
Rating: Exemplary
 Instructional strategies are designed to help students reach course goals and objectives
 Learners are provided clear guidance on how to use course content to achieve stated
learning outcomes
 Learning activities encourage higher order thinking (problem solving, analysis, critical
reflection, etc.)
 There is evidence of individualized learning experiences (e.g., remedial or advanced
activities) are provided as needed
Technology Use
Rating: Exemplary
 Tools available within the CMS are used in ways that further student learning
 Arrangement of tools facilitates efficient learning experiences
 Innovative uses of tools or technologies enable students to learn in a variety of ways
Applicant’s narrative:
How does the design of this course meet the criteria stated above?
Please provide a narrative of up to 500 words describing the course design components you feel
are exemplary. Be sure to include within your narrative evidence of exemplary course design.
This evidence can be up to five (5) locations within your course. As needed please provide screen
shots or other artifacts to illustrate exemplary course design which are not otherwise accessible
by the reviewer.
If this is a blended learning environment, describe why the online components of the course were
chosen and how they relate to the other learning activities in the course.
•
o
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Goals and Objectives of the cardiovascular block are:
located in the information section
©1997-2011. Blackboard Inc.
o
Explained clearly
o
Reflect desired learning outcomes
o
Objectives are provided in further details for every single lecture which is
included in the student guide attached in the information area
•
Content presentation are:
o
Provided inn manageable segments. Since the course is 6 weeks long, the contents
of each week is presented as a list which includes the different learning modules
including lectures, practical and small group discussion cases
o
The content of each week is then attached as a supplementary file linked to each
week
o
Contents are easily navigated
•
o
Learning Engagement:
Instructional strategies including:
Small group discussion
Lectures
Student-led seminars
Practical classes.
Clinical skills
Independent learning
Writing an essay or mini thesis.
o
Instructional strategies are designed to help student reach the goals and objectives
of the course
o
Learners are provided with clear instruction regarding:
Schedule of course, which is attached as a supplementary file in the information
area
Resource persons and detailed contacts, which are displayed in the information
area
Instructions on small group discussion sessions; what is expected from students,
evaluation methods during the sessions , the location of the rooms and names of tutors
o
Learning resources are provide clearly in the information section, and are
available in the college library
o
Learning activities encourage higher order thinking , including:
problem solving, analysis and reflection
•
. Students are given a one problem each week in the small group discussion
sessions, which runs along with the theme of each week. A list of problems are provided
in the content section. The students are given the problem on the same day.
•
Students are involved in on hand learning skills in the laboratory sessions in
which they will do, analyse and reflect on practicals related to the topic covered during
the week.
o
Advanced interactive lectures are given to cover the important areas that are
needed during the problem of the week
•
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Technology Use:
©1997-2011. Blackboard Inc.
Different technology are used within the course that enhances the student learning;
including:
o
fully equipped lecture halls and small group discussion rooms with the updated
technologies.
o
laboratories that are equipped with the latest technologies using computers and up
to date learning softwares that help students learn new skills , collect data, analyze and
reflect on their findings.
o
state of art skills lab that is equipped with the manikins to perform different skills;
including general cardiovascular examination, blood pressure measurements and ECG.
o
Different teaching videos are also presented to students during the practical
sessions that includes many demonstrations.
Narrative and Example Course Locations:
The Goals and Objectives of the Cardiovascular Block:
By the end of the block, the students should be able to:
•
Understand the relationship between the structures of the different components of
the cardiovascular system and their functions
•
Explain the series of events which constitute the cardiac cycle.
•
Outline the key elements of clinical history taking and examination
•
Explain the mechanisms that aid the return of the blood to the heart and the
relationship of these mechanisms to the cardiac output
•
Explain the origin of the various elements of the ECG record and enumerate the
basic normal values
•
Describe the characteristics of blood flow in large blood vessels
•
Outline the key elements of clinical history taking and examination
•
Explain the mechanisms that aid the return of the blood to the heart and the
relationship of these mechanisms to the cardiac output
•
Explain the origin of the various elements of the ECG record and enumerate the
basic normal values
•
Describe the characteristics of blood flow in large blood vessels
•
Identify cardiac output and peripheral resistance as the major variables
determining the arterial blood pressure
•
Describe the major classes of drugs treating hypertension
Content Presentation:
Week 1:
Theme “Normal Heart and Arrhythmias”
Lectures
1.
Introduction to cardiovascular block
2.
Anatomy of the heart (Anatomy)
3.
Structure of the cardiac muscle (Histology)
4.
Contractile mechanism in cardiac muscle (Physiology)
5.
Cardiac electrical activity (Physiology)
6.
The Electrocardiogram (Physiology)
7.
Arrhythmias (Physiology)
8.
Antiarrhythmic drugs 1 (Pharmacology)
9.
Antiarrhythmic drugs 2 (Pharmacology)
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©1997-2011. Blackboard Inc.
Practicals
1.
Anatomy of the heart (Anatomy)
2.
Histology of the cardiac muscle (Histology)
3.
The electrocardiogram (Physiology)
Week 2:
Theme “Cardiac Cycle and valve disease”
Lectures
1.
The Cardiac Cycle 1 (Physiology)
2.
The Cardiac Cycle 2 (Physiology)
3.
Heart sounds and murmurs (Physiology)
4.
Pathology of rheumatic fever, endocarditis and heart valves (Pathology)
5.
Infective endocarditis (Microbiology)
6.
Rheumatic heart disease (Immunology)
7.
Microbiology of myocarditis and pericarditis (Microbiology)
Practicals
1.
Heart sounds (Physiology)
Week 3:
Theme “The Heart as a Pump and heart failure”
Lectures
1.
Venous return and cardiac output (Physiology)
2.
Stroke volume(Physiology)
3.
Regulation of stroke volume (preload, contractility and afterload) and heart failure
(Physiology)
4.
Drug therapy for heart failure 1 (Pharmacology)
5.
Drug therapy for heart failure 2 (Pharmacology)
6.
Lactic acidosis (Biochemistry)
Practicals
1.
The recording of Jugular venous and carotid arterial pressures (Physiology)
2.
History taking for cardiac disease and clinical examination of the cardiovascular
system
Week 4:
Theme “Atherosclerosis and Myocardial Infarction “
Lectures
1.
Anatomy of the arterial supply and venous drainage of the heart (Anatomy)
2.
Coronary circulation (Physiology)
3.
Risk factors and pathogenesis of atherosclerosis (Pathology)
4.
Pathology and pathogenesis of ischemic heart diseases(Pathology)
5.
Cholesterol metabolism (Biochemistry)
6.
Lipoprotein metabolism (Biochemistry)
7.
Lipoprotein and Atherosclerosis (Biochemistry)
8.
Biochemical markers of myocardial infarction (Biochemistry)
9.
Thrombolytic therapy (Pharmacology)
10.
Antianginal drugs 1 (Pharmacology)
11.
Antianginal drugs 2 (Pharmacology)
Practicals
1.
Pathology of cardiovascular disease 1 (Pathology)
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©1997-2011. Blackboard Inc.
Week 5:
Theme “Normal Blood Pressure and Hypertention”
Lectures
1.
Arterial blood pressure (Physiology)
2.
Regulation of blood pressure (Physiology)
3.
Shock (Physiology)
4.
Pathology and pathogenesis of hypertension (Pathology)
5.
Treatment of hypertension 1 (Pharmacology)
6.
Treatment of hypertension 2 (Pharmacology)
7.
Oxidative stress (Biochemistry)
8.
Drugs for hyperlipidemia 1 (Pharmacology)
9.
Drugs for hyperlipidemia 2 (Pharmacology)
Practicals
1.
Measurement of arterial blood pressure (Physiology)
2.
Pathology of cardiovascular disease 2 (Pathology)
Week 6:
Theme “Large Blood Vessels”
Lectures
1.
Anatomy of large blood vessels- arteries (Anatomy)
2.
Anatomy of large blood vessels- veins (Anatomy)
3.
Histology of the blood vessels (Histology)
4.
Capillary circulation (Physiology)
5.
Pathology of thromboembolism (Pathology)
6.
Pathology of vasculitis (Pathology)
Practicals
1.
Anatomy and histology of the major arteries and veins (Anatomy & Histology)
Instructions for small group sessions:
The cases listed above will be discussed by students in their small groups. Each group is
about 8 to 12 students. Each case will be discussed in two tutorials, on Sunday and
Wednesday. Each tutorial is two hours long.
Attendance of Small Group Learning tutorials:
Students must attend all small group learning tutorials. If a student is not well, he/she
needs to provide a medical certificate from their family doctor. If a student misses out to
attend four tutorials, he/she might not be allowed to attend the final examination (Dr
Sami /Dr Hamza to add re the college regulations).
Students Roles in Small Group Learning Tutorials:
The design of the curriculum encourages small group discussion and student-centered
learning. To achieve these goals there is a need for establishing good group dynamics,
interpersonal skills, and effective communication. These elements will ensure that
learning is an enjoyable process and rewarding to each member in the group. Therefore,
students play a vital role in making a difference in their groups. To achieve these
changes and improve your learning outcomes, We recommend that you use the paper by
Professor Samy Azer, titled “Becoming a Student in a PBL Tutorial”, a copy is enclosed
in the Appendix. Your continuous reflection on these tips and working on identifying
your role in your group will help you in reaching these goals and building up your group.
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©1997-2011. Blackboard Inc.
Self Evaluation: Interaction & Collaboration
Interaction and Collaboration can take many forms. The ECP criteria place emphasis on the type
and amount of interaction and collaboration within an online environment.
Interaction denotes communication between and among learners and instructors,
synchronously or asynchronously. Collaboration is a subset of interaction and refers specifically
to those activities in which groups are working interdependently toward a shared result. This
differs from group activities that can be completed by students working independently of one
another and then combining the results, much as one would when assembling a jigsaw puzzle
with parts of the puzzle worked out separately then assembled together. A learning community
is defined here as the sense of belonging to a group, rather than each student perceiving
himself/herself studying independently.
Use the Exemplary Course Rubric for detailed criteria applicable to the rating choices for each
area below.
Please note: If there is no evidence of interaction, using such tools as discussion, chat, email,
blogs, wikis, or podcasts, the course will not be considered for review, unless this is a blended
course and evidence is provided that interactions occur in the face-to-face environment (see
Applicant’s Narrative section below). To protect student information, you may copy several
examples (at least six) of student interaction, hide student identity, and re-post as course content
with a heading “ECP Interaction Examples.”
Communication Strategies
Rating: Exemplary
 Both asynchronous (discussions, blogs, wikis, etc.) and synchronous (chat,
videoconferencing, virtual classroom, etc.) activities are available as appropriate
 Asynchronous communication activities provide students with opportunities for
reflection, problem-solving, and/or other higher order thinking
 Synchronous communication activities benefit from the real-time presence of instructor
and/or peers allowing for interactions of a ‘rapid response’ nature regarding content
Development of a Learning Community
Rating: Promising
 Communication activities are used to further student learning and/or build a sense of
community among learners
 Collaborative activities, if included, are designed not only to help students learn course
content but to practice/improve upon their skills working on a team
 Student-to-student interaction is encouraged and/or required
 Student-to-instructor interaction is encouraged and/or required
Interaction Logistics
Rating: Exemplary
 Levels of participation required by students are explained clearly, as are communication
protocols (e.g., what constitutes a “good” versus “poor” discussion posting)
 Students are provided with a rubric or other appropriate guidelines indicating how their
course participation and interaction will be assessed
 The instructor takes an active role in facilitating and moderating discussions, including
providing feedback to students
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©1997-2011. Blackboard Inc.
Applicant’s narrative:
How does interaction and collaboration within this course meet the
criteria stated above? Please provide a narrative of up to 500 words describing the interaction
and collaboration components you feel are exemplary. You may also include, within your
narrative, up to five (5) locations within your course that you consider evidence of exemplary
interaction and/or collaboration.
Explain the nature and purpose of the communication tools used in the course, include evidence
that the majority of the students were interacting in a meaningful way. If students are expected
to interact with each other or collaborate in groups, include examples of the assignments that
cause them to do so. Also ensure that a sufficient number of discussion threads/postings are
included with your submission. You may compile (WebCT or ANGEL) or collect (Blackboard) to
download discussion threads and then edit the file to change student names. Provide examples
or discussion protocols if they are used.
If this is a blended learning environment, and if online interaction/collaboration is not an
important element of this blended learning course, please indicate why and explain how it occurs
face-to-face.
If this is a blended learning environment, describe why the online interaction and collaboration
components of the course were chosen and how they relate to the offline components of the
course.
Narrative and Example Course Locations:
•
Communication Strategies
o
Students discussion and chat are available in the course through the small group
discussion sessions and through the use of black board
o
Communication within the small group sessions, practical classes and by
blackboard provide students with apportunities for problem solving, reflection and higher
order thinking
o
Small group discussion sessions which runs twice per week allow students to
communicate with real-time presence instructor
•
Development of learning community
o
Communication activities during small group sessions and practical classes are
used to further student learning and build a sense of community among the students
o
Collaborative activities, including practical classes and small group sessions are
designed to help students learn course content as well as to practice and improve their
skills working on team, which are included in their evaluation
o
Student to student interaction is required in sessions and practical classes and
students know that it is part of their evaluation
o
Student to instructor interaction is required in sessions and practical classes and
students know that it is part of their evaluation
•
Interaction Logistics
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©1997-2011. Blackboard Inc.
o
Levels of participation required by students are explained clearly in the student
evaluation form which is in the student guide, which constitute meet requirement or need
improvement
o
Students are provided with the evaluation form for their small group sessions in
the student guide that is in the information section
o
The instructors take active role in facilitating and moderating discussion. All
instructors are required to attend 2 days course on “How to become a small group
facilitator” before the beginning of the course. Instructors are evaluated by students on
their performance during classes
Examples in the course
List of small group discussion cases(content section)
Week 1:
Case Title: A 35 year-old teacher, married with 3 children with rapid increase of her heart
beats.
W2 (Sunday & Wednesday):
A 12 years old male with chest pain and shortness of breath.
W3 (Sunday & Wednesday)
Case 3: A 53 years old male with fatigue and swelling of both lower limbs.
W4:
Case 4 A 54 years old male with crushing pain and sweating
W5 (Sunday & Wednesday)
Case 5: A 50 years old pregnant with high blood pressure.
TUTOR ASSESSMENT OF STUDENT
SCHOOL YEAR 2010-2011(student guide in information)
PERFORMANCE CRITERIA
1.
Preparation
a.
Familiar with the content of basic references
b.
Illustrate concepts with specific examples.
c.
Identifies when help is needed.
d.
Gets beyond the basic texts.
e.
Integrates knowledge across organization levels.
f.
Generally well prepared.
2.
a.
b.
c.
d.
e.
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Participation
Contributes actively, regularly and substantially to the learning group.
Draws diagrams, flowcharts and tables to explain, explore and summarize.
Demonstrate and improves skills in the small group teaching process.
Uses evidences.
Facilitates participations of others.
©1997-2011. Blackboard Inc.
f.
Engages in (and initiates) assessment, goal-setting and monitoring for self and the
group.
g.
Critically assesses and challenges others’ concepts and ideas in a logical and
constructive way.
h.
Makes links with prior relevant reading.
3.
Professional Behavior
a.
The student comes on time, and doesn’t arrive late or leave early.
b.
Consistently demonstrates kindness, caring, acceptance of responsibility, honesty
and fairness.
c.
Attend to good functioning of the group.
d.
Explains and discusses using terminology
e.
Knowledgeable about, and demonstrates the application of ethical principles.
f.
Accurately identifies areas personal strength and weakness.
g.
Demonstrates self awareness and discloses feelings and values.
h.
Gives and receives feedback with skill and useful outcomes
i.
Absence with excuse or absence without excuse.
TOTAL
Global Rating:
improvement
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©1997-2011. Blackboard Inc.
Meet the requirements
Requires
Self Evaluation: Assessment
Assessment focuses on instructional activities designed to measure progress towards learning
outcomes, provide feedback to students and instructor, and/or enable grade assignment. This
section addresses the quality and type of student assessments within the course.
Use the Exemplary Course Rubric for detailed criteria applicable to the rating choices for each
area below.
Expectations:
Rating: Exemplary
 Assignments and assessments are aligned with stated goals and objectives
 Rubrics or descriptive criterion measures are provided to make expectations clear
 Instructions offer sufficient detail to ensure learner understanding
Assessment Design:
Rating: Exemplary
 Assessments are appropriate for measuring the skills and knowledge students have acquired
 Assessments require the use of higher order thinking skills (e.g., analysis, evaluation, etc.)
 Assessments are designed to predict the learner’s performance outside of the instructional
environment (transfer)
 Multiple assessment opportunities are included to provide a record/baseline of
performance over time
 Multiple types of assessments are provided to address learning style differences and
enhance motivation
Self-assessment:
Rating: Exemplary
 Multiple opportunities for self-assessment are provided
 Self-assessments provide feedback that helps students to improve
Applicant’s narrative:
How do the assessments within this course meet the criteria stated
above? Please provide a narrative of up to 500 words describing the assessment and assignment
components you feel are exemplary and include examples to support your narrative. You may
also include, within your narrative, up to five (5) locations within your course that you consider
evidence of exemplary assessment and assignments.
Provide examples of student-teacher engagement in assessment and feedback from the
instructor. These could be in the form of screen shots or other artifacts such as a sample
assignment rubric, the completed assignment and instructor feedback.
If this is a blended learning environment, describe why the online assessment components of the
course were chosen and how they relate to the face-to-face components of the course.
Narrative and Example Course Locations:
•
Expectations
o
Assignments and assessments are aligned with goals and objectives as it measure
the learning outcomes
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©1997-2011. Blackboard Inc.
o
Descriptive criterion measures are provided to make expectations clear
(information section)
o
Instructions offer detail to ensure learner understanding
•
Assessment Design
o
Assessment are appropriate for measuring the skills and knowledge students have
acquired, including different ways of assessment: mcqs, OSPE, tutor evaluation,
assignments.
o
Assessment require higher order thinking, as all assessment are revised by the
course committee which includes a member from each discipline, a member from
assessment unit and clinician
o
Assessment are designed to predict the learners performance outside the learning
environment
o
Multiple assessment modules are available and clearly described to students
o
Multiple types of assessment are provided to agree learning style differences
•
Self Assessment
o
Multiple opportunities are available for self assessment on the black board,
frequent quizzes and a midcourse exam
o
Self-assessment provide feedback to students on their performance
Examples within the course:
•
In order to pass the block, you must obtain a minimum final block grade of D (the
grading guide attached as appendix¹), this grade is a composition from several block
requirements, which can be subdivided as:
1- Attendance
2- Tutor assessment
3- Written Exams
4- OSPE (Objective Structured Practical Examination)
The final grade is a composition of the grades obtained for the specified block
requirements, calculated as follows:
: 10%
: 55%
-Block Exam
25%
30%
: 30 %
TOTAL
1. Attendance :
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©1997-2011. Blackboard Inc.
: 100 %
Students are required to attend not less than 75% of all educational activities during the
block. These include small group teaching, lectures, practical sessions, skills training
sessions and integrated clinical sessions.
Your attendance will be recorded during all sessions. Failure to meet this requirement
without a valid explanation will result in exclusion from the final examination. On the
other hand, your presence will be rewarded by assigned marks.
2. Tutor Assessment in Large and Small groups (Continuous Assessment):
During each session, your individual efforts will be evaluated by your tutor. The tutors
are instructed to evaluate two aspects:
a.
The extent to which you demonstrate that you study and prepare yourself
thoroughly between the two sessions (i.e., preparation).
b.
The extent to which you actively contribute during group discussion (i.e.,
participation). Your grade for each session depends upon both your preparation and your
participation. The grade will be on the scale from “5”, “4”, “3”, “2”, or “1”. Which have
the following general descriptors:
5 = Outstanding (Excellent)
4 = Very good
3 = Good
2 = Average
1 = Poor
The block contains two sessions each week, so the maximum amount of ‘ participation
points’ you are able to obtain will be from two sessions multiplied by the number of
weeks. The total participation points will be recalculated according to the weight for each
participation in the total assessment.
Your tutor can give you more information about the evaluation of your participation. The
details of these evaluation also given in “Tutor Assessment of Student” form.
3. Written Examination:
a. Mid block exam 25% : In the form of MCQs, these are prepared mainly from
sessions presented to the students in large group. This exam will consist of 50 MCQs that
will assess factual knowledge.
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b. Final written exam 30%: at the end of the block in form of MCQs, that are prepared
mainly from sessions and presented to the students. This exam will consist of 80 MCQs
that will assess factual knowledge too.
4. Objective Structured Practical Examination(OSPE ):
This contains 30% of the marks. It is a practical examination at the end of the block. The
OSPE examination will consist of 15-20 OSPE stations. The purpose of the OSPE
stations is to test your deeper understanding of the basic sciences. The OSPE will take
place at the end of each block.
Methods of student’s formative assessment:
•
Self evaluation
•
Peer evaluation
•
Tutor evaluation (both summative & formative)
TUTOR ASSESSMENT OF STUDENT
SCHOOL YEAR 2010-2011
Student Name: ___________________________________ Block Title:
_____________________
Tutor Name: ____________________________________ Block Dates:
____________________
Complete this form for each student in your group. Give your constructive feedback to
the student at the end of the session. Please submit your form to the appropriate program
staff.
Record your global (overall) rating of this student’s performance in the 2nd Small Group
Session. Make this judgment with reference to the performance criteria of three skills
area: Preparation, Participation Behavior. (See the details for description of each area)
Please discuss your evaluation feedback with the student.
PERFORMANCE CRITERIA
1.
Preparation
a.
Familiar with the content of basic references
b.
Illustrate concepts with specific examples.
c.
Identifies when help is needed.
d.
Gets beyond the basic texts.
e.
Integrates knowledge across organization levels.
f.
Generally well prepared.
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©1997-2011. Blackboard Inc.
2.
Participation
a.
Contributes actively, regularly and substantially to the learning group.
b.
Draws diagrams, flowcharts and tables to explain, explore and summarize.
c.
Demonstrate and improves skills in the small group teaching process.
d.
Uses evidences.
e.
Facilitates participations of others.
f.
Engages in (and initiates) assessment, goal-setting and monitoring for self and the
group.
g.
Critically assesses and challenges others’ concepts and ideas in a logical and
constructive way.
h.
Makes links with prior relevant reading.
3.
Professional Behavior
a.
The student comes on time, and doesn’t arrive late or leave early.
b.
Consistently demonstrates kindness, caring, acceptance of responsibility, honesty
and fairness.
c.
Attend to good functioning of the group.
d.
Explains and discusses using terminology
e.
Knowledgeable about, and demonstrates the application of ethical principles.
f.
Accurately identifies areas personal strength and weakness.
g.
Demonstrates self awareness and discloses feelings and values.
h.
Gives and receives feedback with skill and useful outcomes
i.
Absence with excuse or absence without excuse.
TOTAL
Global Rating:
improvement
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©1997-2011. Blackboard Inc.
Meet the requirements
Requires
Self Evaluation: Learner Support
Learner Support addresses the support resources made available to students taking the course.
Such resources may be accessible within or external to the course environment. Specifically,
learner support resources address a variety of student services including, but not limited to:
Use the Exemplary Course Rubric for detailed criteria applicable to the rating choices for each
area below.
Orientation to Course and CMS:
Rating: Exemplary
 A course orientation is available for students
 An orientation to the course management system is available for students
 Publisher produced materials and/or content/tools external to the course environment
provide support for their use
Supportive Software (Plug-ins):
Rating: Exemplary
 Links to necessary software plug-ins and instructions for downloading, installing, and using
them are provided
Instructor Role and Information:
Rating: Exemplary
 Contact information and/or links are provided to reach
o the instructor
o technical help
o the institution’s services for course logistics (e.g., registration, payment)
o the institution’s learning support services (e.g., library, writing center)
 The Instructor’s role and expected response times are clearly explained
Course/Institutional Policies and Support:
 Course and institutional policies are included regarding
o Appropriate use of online resources
o Plagiarism
o Netiquette
o Other “behavioral topics”, as needed
Rating: Exemplary
Technical Accessibility Issues:
Rating: Exemplary
 File formats and necessary software are explained
 Standard file formats are used
 Alternative file formats are provided where needed
 High-bandwidth content and activities are accompanied by low-bandwidth alternatives
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©1997-2011. Blackboard Inc.
Accommodations for Disabilities:
Rating: Exemplary
 Visual display elements are appropriate (e.g., colors, text sizes, white space)
 Images use alt-tags
 Audio elements provide transcripts and volume controls
Feedback:
 Students have the opportunity to provide feedback
o About the course content
o About the course design and operation
o During the course
o After the course
Rating: Exemplary
Applicant’s Narrative
How does the learner support provided to students meet the
criteria stated above? Please provide narrative of up to 500 words describing the support
components you feel are exemplary. You may also include, within your narrative, up to five (5)
locations within your course that you consider evidence of exemplary support.
If this is a blended learning environment, describe why the online components of the course were
chosen and how they relate to the face to face components of the course.
Narrative and Example Course Locations:
•
Orientation to course
o
A course orientation is available for student as a one hour introduction to the
course which explains all the contents, learning modules and assessment given by an
instructor at the begging of the course. Also information are available on black board in
the information section
o
An orientation of the course management is available for students in the
information section, including staff, assessment and resources
o
Publisher produced materials are available in the information and content section
including contents of lectures and references for further reading
•
Supportive software
•
Links to software plug-ins and instructions for downloading, installing and using
them are provided I the information system by giving the exact instructions to log to
University web site that includes free access to several text books and journals
•
Instructor role and information
o
Contact information and links are provided to reach instructors, technical help
o
The instructors role are clearly explained
•
Course/ institutional policies and support
o
Course and institutional policies are included regarding the use of online
resources
•
Technical accessibility issues
o
Software accessibility are explained
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©1997-2011. Blackboard Inc.
Examples:
General information of the course
o
Block Title: Cardiovascular Block
o
Block Code & Number: Cardio113
o
Credit Hour: 7
o
Block Duration: 6 Weeks
o
Block Dates: 12th of march 2011 – 30th April 2011
o
Block Chairman: Dr. Mona Abdulhafeeth Soliman, Assistant Professor,
Department of Physiology
Course schedule is present in the information as suplementory file
Learning modules (information)
•
In an integrated curriculum like our curriculum, we use a wide range of teaching
and learning strategies to ensure that learning meets the different needs of the students.
These strategies include:
o
Small group discussion
o
Lectures
o
Student-led seminars
o
Practical classes.
o
Clinical skills
o
Independent learning
o
Writing an essay or mini thesis.
Instruction for small group sessions:
•
The cases listed above will be discussed by students in their small groups. Each
group is about 8 to 12 students. Each case will be discussed in two tutorials, on Sunday
and Wednesday. Each tutorial is two hours long.
Attendance of Small Group Learning tutorials:
Students must attend all small group learning tutorials. If a student is not well, he/she
needs to provide a medical certificate from their family doctor. If a student misses out to
attend four tutorials, he/she might not be allowed to attend the final examination (Dr
Sami /Dr Hamza to add re the college regulations).
Students Roles in Small Group Learning Tutorials:
The design of the curriculum encourages small group discussion and student-centered
learning. To achieve these goals there is a need for establishing good group dynamics,
interpersonal skills, and effective communication. These elements will ensure that
learning is an enjoyable process and rewarding to each member in the group. Therefore,
students play a vital role in making a difference in their groups. To achieve these
changes and improve your learning outcomes, We recommend that you use the paper by
Professor Samy Azer, titled “Becoming a Student in a PBL Tutorial”, a copy is enclosed
in the Appendix. Your continuous reflection on these tips and working on identifying
your role in your group will help you in reaching these goals and building up your group.
Resource people (information)
Dr. Mona Soliman,Physiology,monaslmn@yahoo.com,1972
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©1997-2011. Blackboard Inc.
Dr.Abdullah Al-Dahmash,Anatomy, dahmash@ksu.edu.sa
Ashraf Hussein,Physiology,ashrafhusain31@hotmail.com,0854
Khaleel Ibrahim Alyahya,Anatomy,khaleelya@gamail.com
Mohammed bin Abdullah Zughaibi,Physiology,zzoghaibi@hotmail.com,2257
Dr. Hisham Al-Khaldi, Pathology,drhishamnaseej@hotmail.com,
drhishamnaseej@yahoo.com,1083
Prof. Abdulqader A. Al-Haider,Pharmacology,aqahaider@hotmail.com,70675
Prof. A.M. Kambal,Microbiology,kambal@ksu.edu.sa,1328
Prof. Khattab Pharmacology,mahkhattab@yahoo.com,3508
Dr. Ali Mohammed,Anatomy Alymahmed53@hotmail.com,
Dr. Amr,Biochemistry,amrsm@hotmail.com,1767
Dr. Waheed,Biochemistry,Harrizi_bio@hotmail.com,0016
Dr. Tariq,Physiology, Tariq124@hotmail.com
Dr. Amer Al-Shafi,Pathology,
Dr. Osama,Pharmacology,oymiaharsoul@hotmail.com,
Prof. Jadalrab, Immunology, Mogad2003@yahoo.com
0180
Dr. Sherif,Biochemistry,Sasaleh65@hotmail.com
1868
Prof. Ashral,
Jamila Al-Medany,Anatomy, galmadani@ksu.edu.sa
Dr.Abeer,Physiology, Eblmasri@hotmail.com
Prof.Azah AlMadany,Pharmacology,dr_azzaelmedany@yahoo.com,elmedany@ksu.edu.sa
Dr. Raeesa Abdul Tawab,Anatomy, rmohammad@ksu.edu.sa
Dr. Reem,Biochemistry,Rsallam_10@hotmail.com
sakkam@ksu.edu.sa
Dr. Sumbol,Biochemistry,sumbulfatma@gamil.com
Dr.Eman,Physiology, Emaneleter60@hotmail.com,alatar@ksu.edu.sa
Dr.Sufia Husain,Pathology,sufiahusain@hotmai.com
Dr.Hanan Hajar,Pharmacology,hananhhagar@yahoo.com/ hhamdi@ksu.edu.sa
Dr.Lubna Rizwan,Pathology, Rizdos115@yahoo.com
Dr. Zenat Zaidy,Anatomy,zzaidi@ksu.edu.sa
zeenatzaidi@hotmail.com
Dr.Mona Ahamd Badawi,Biochemistry,mon_bad12@yahoo.com / mshaheen@ksu.edu.sa
Prof. Hanan Habib,Microbiology,hahabib@ksu.edu.sa,0806
Dr.Fawzia,Microbiology, ofawazia@ksu.edu.sa,1546
Dr.Al-Megrin Immunology,almogren@ksu.edu.sa,2161
Dr.Rana Mohammad Walid Hasnato ,Biochemistry ,ranamomen@yahoo.com,
rhasanato@ksu.edu.sa,2726
Assessment methods(information)
•
In order to pass the block, you must obtain a minimum final block grade of D (the
grading guide attached as appendix¹), this grade is a composition from several block
requirements, which can be subdivided as:
1- Attendance
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©1997-2011. Blackboard Inc.
2- Tutor assessment
3- Written Exams
4- OSPE (Objective Structured Practical Examination)
The final grade is a composition of the grades obtained for the specified block
requirements, calculated as follows:
: 10%
: 55%
-Block Exam
25%
30%
: 30 %
TOTAL
: 100 %
1. Attendance :
Students are required to attend not less than 75% of all educational activities during the
block. These include small group teaching, lectures, practical sessions, skills training
sessions and integrated clinical sessions.
Your attendance will be recorded during all sessions. Failure to meet this requirement
without a valid explanation will result in exclusion from the final examination. On the
other hand, your presence will be rewarded by assigned marks.
2. Tutor Assessment in Large and Small groups (Continuous Assessment):
During each session, your individual efforts will be evaluated by your tutor. The tutors
are instructed to evaluate two aspects:
a.
The extent to which you demonstrate that you study and prepare yourself
thoroughly between the two sessions (i.e., preparation).
b.
The extent to which you actively contribute during group discussion (i.e.,
participation). Your grade for each session depends upon both your preparation and your
participation. The grade will be on the scale from “5”, “4”, “3”, “2”, or “1”. Which have
the following general descriptors:
5 = Outstanding (Excellent)
4 = Very good
3 = Good
2 = Average
1 = Poor
Page 24 of 39
©1997-2011. Blackboard Inc.
The block contains two sessions each week, so the maximum amount of ‘ participation
points’ you are able to obtain will be from two sessions multiplied by the number of
weeks. The total participation points will be recalculated according to the weight for each
participation in the total assessment.
Your tutor can give you more information about the evaluation of your participation. The
details of these evaluation also given in “Tutor Assessment of Student” form.
3. Written Examination:
a. Mid block exam 25% : In the form of MCQs, these are prepared mainly from
sessions presented to the students in large group. This exam will consist of 50 MCQs that
will assess factual knowledge.
b. Final written exam 30%: at the end of the block in form of MCQs, that are prepared
mainly from sessions and presented to the students. This exam will consist of 80 MCQs
that will assess factual knowledge too.
4. Objective Structured Practical Examination(OSPE ):
This contains 30% of the marks. It is a practical examination at the end of the block. The
OSPE examination will consist of 15-20 OSPE stations. The purpose of the OSPE
stations is to test your deeper understanding of the basic sciences. The OSPE will take
place at the end of each block.
Methods of student’s formative assessment:
•
Self evaluation
•
Peer evaluation
•
Tutor evaluation (both summative & formative)
Learning resources (information)
•The list below comprises the key textbooks and learning resources which have been
prescribed and recommended for use in the undergraduate medical course at King Saud
University. It is expected that you have your own copy of prescribed textbooks and use
them as one of your main resources in learning. Before making any purchases, you might
carefully examine all other recommended textbooks in an area and chose the text that
matches with your needs and your learning style. Although all these texts are available in
the Medical Library, you might need to purchase texts that you use frequently in these
years as the demand upon library texts is usually high.
Medical Dictionary
Prescribed :
Martin EA (2010). Oxford Concise Medical Dictionary. Oxford: Oxford University
Press.
Recommended textbooks:
Dorland (2010). Dorland’s Pocket Medical Dictionary with CD-ROM, Twenty-eighth
Edition, Elsevier, UK.
Dorland (2007). Dorland’s Illustrated Medical Dictionary with CD-ROM, Thirty-first
Edition, Elsevier, UK.
Anatomy & Embryology
Prescribed textbook:
Drake RL, Vogl W and Mitchell AWM (2005). Gray’s Anatomy for Students.
Philadelphia: Elsevier Churchill Livingstone.
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©1997-2011. Blackboard Inc.
Snell RS (2005). Clinical Anatomy for Medical Students. 7th ed. Philadelphia: Lippincott
Williams & Wilkins.
Larson WJ (2001). Human Embryology. New York: Churchill Livingstone.
Recommended textbooks:
McMinn RH (2004). McMinn’s Color Atlas of Human Anatomy. Fifth Edition. Mosby
Publisher, UK.
Moore KL and Dalley AF (2005). Clinically Oriented Anatomy. Philadelphia: Lippincott
Williams & Wilkins.
Netter FH (2006). Atlas of Human Anatomy. 4th ed. Philadelphia: Saunders WB.
Agur AMR and Dalley AF (2005). Grant’s Atlas of Anatomy. 11th ed. Philadelphia:
Lippincott Williams & Wilkins.
More KL (2002). The Developing Human. Philadelphia: Saunders WB.
Sadler TW. (2005) Langman’s Essential Medical Embryology. Philadelphia: Lippincott
Williams & Wilkins.
Sadler TW. (2006) Langman’s Medical Embryology. 10th ed. Philadelphia: Lippincott
Williams & Wilkins.
Histology
Prescribed textbook:
Gartner LP and Hiatt JL (2002). Color Textbook of Histology. 2nd ed. Philadelphia:
Saunders WB.
Recommended textbooks:
Young B, Lowe JS, Stevens A and Heath JW (2006). Wheater’s Functional Histology.
5th ed. London: Churchill Livingstone.
Physiology
Prescribed textbook:
Rhoades R and Pflanzer R (2003). Human Physiology, 4th ed. London: Brooks/Cole.
Hall JE. Guyton and Hall Textbook of Medical Physiology (2010). Twelfth Edition.
Churchill Livingstone, UK.
Recommended textbooks:
Berne RM, Levy MN, Koeppen BM and Stanton BA. (2005) Physiology. 5th ed. London:
Mosby
Sherwood L. (2006). Human Physiology: From Cells to Systems. 4th ed.Brooks/Cole
Pub.Co: Sydney.
Fox SI. (2008). Fundamentals of Human Physiology. 9th ed. McGraw-Hill: Boston.
Saladin KS (2009). Anatomy and Physiology. McGraw Hill Lange, USA
Barrett KE, Barman SM, Boitano S, Brooks HL (2009). Ganong’s Review of Medical
Physiology. Twenty Third Edition. McGraw-Hill Publisher, UK.
Pharmacology
Prescribed textbook:
Rang HP, Dale MM, Ritter JM, Moore PK (2007). Pharmacology. Six Edition. Churchill
Livingstone, Elsevier, UK.
Recommended textbooks:
Katszing BG (2008). Basic and Clinical Pharmacology. New York: McGraw
Hill/Appleton & Lange.
Medical Biochemistry
Prescribed textbook:
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©1997-2011. Blackboard Inc.
Lieberman M, Marks AD (2008). Mark’s Basic Medical Biochemistry: A Clinical
Approach. Lippincott Williams & Wilkins, New York.
Champe PC, Harvey RA, Ferrier DR (2005). Lippincott’s Illustrated Reviews
Biochemistry. 3rd ed. Philadelphia: Lippincott Williams & Wilkins.
Recommended textbooks:
Murray RK, Roolwell VW, Bender D, Botham KM, Weill A, Kennelly PJ (2009).
Harper’s Illustrated Biochemistry. Twenty -eighth Editions. McGraw Hill, Lange, New
York.
Baynes J and Dominiczak M (2005). Medical Biochemistry. 2nd ed. London: Mosby.
Bhagavan NV (2002). Medical Biochemistry. Fourth-Edition, Elsevier, UK.
Microbiology & Parasitology
Prescribed textbook:
Goering R, DoCkrell H, Zuckerman M, Wakelin D, Riott I, Mims C (2008). Mims’
Medical Microbiology. Fourth Edition. Mosby, UK.
John DT, Petri Jr (2006). Markell and Voge’s Medical Parasitology. Ninth Edition.
Elsevier, UK.
Recommended textbooks:
Greenwood D, Slack RC, Peutherer JF, Barer MR (2007). Medical Microbiology.
Seventh Edition. Churchill Livingstone, UK.
Strohol WA. Lippincotts Illustrated Review Microbiology (2006). Second Edition.
Lippincott Williams & Wilkins, New York.
Brooks GF, Butel JS, and Morse SA. (2004). Jawetz, Melnick, and Adelberg’s Medical
Microbiology. 23rd ed. New York: McGraw-Hill Co and Lange Appleton.
Engleberg NC, DiRita V, and Dermody TS. (2007). Schaechter’s Mechanisms of
Microbial Disease. 4th ed. Philadelphia: Lippincott Williams & Wilkins.
Neva FA, Brown HW. (1994). Basic Clinical Parasitology. 6th ed. Connecticut: PrenticeHall International Inc.
Chamberlain NR (2008). Medical microbiology & immunology. McGraw Hill Lange
Publisher, UK.
Levinson WE (2010). Review of Medical Microbiology and Immunology. EleventhEdition, McGraw-Hill Publisher, UK
Pathology
Prescribed textbook:
Kumar V and Cotran RS (2007). Robbins Basic Pathology. 8th ed. Philadelphia:
Saunders WB.
Recommended textbooks:
Kumar V, Abbas AK, and Fausto N (2004). Robbins and Cotran Pathologic Basis of
Disease. 7th ed. Philadelphia: Saunders WB.
Stevens A, Lowe JS, Young B (2008). Wheaters Basic Histopathology. A Colour Atlas
and Text. Churchill Livingstone, Elsevier, UK.
Immunology
Prescribed textbook:
Delves PJ, Martin SJ, Burton DR, Riott IM (2006). Riott’s Essential Immunology.
Eleventh Edition. Blackwell Publishing, UK.
Recommended textbooks:
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©1997-2011. Blackboard Inc.
Male D, Brostoff J, Roth DB, and Roitt I. (2006). Immunology. 7th ed. Edinburgh:
Mosby.
PBL and Learning Skills
Prescribed textbook:
Azer SA (2006). Core Clinical Cases in Basic Biomedical Sciences. Hodder-Arnold, UK.
Azer SA (2008). Navigating Problem-Based Learning. Elsevier Australia, Australia.
Recommended textbook:
Kushner TK and Thomasma DC (2001). Dilemmas for Medical Students and Doctors in
Training. Cambridge: University Press.
Academic support team (information)
Professor Samy Azer,Medical Education Department, 99178, sazer@ksu.edu.sa
azer2000@optusnet.com.au
Dr. Maha Iqbal, Medical Education Department, 99168, Iqbal_maha@hotmail.com
Dr. Saeed Abuel Makarem, Anatomy Department, 70809, saeedmakarem@hotmail.com
Professor A.M.A. Gader,Physiology Department,71044,amagder@hotmail.com
Dr. Sherif Saleh,Biochemistry Department,71316,sasaleh65@hotmail.com
Dr. Ammar Rikabi,Pathology Department,70862,ammar_rikabi@hotmail.com
Professor Mahmoud Al Khattab,Pharmacology
Department,70840,mkhattab1@ksu.edu.sa
Professor Mohamed Osman Gad El Rab,Immunology
Department,71844,mogad2003@yahoo.com
Supportive software
oStudents are invited to log in to the King Saud University web site at /www.ksu.edu.sa
oThen choose English Language
oClick on resources
oResources includes: http://ksu.edu.sa/deanships/library/ and
http://lms.ksu.edu.sa/webapps/login/?action=login
oYou can log in with your student user name and password which will give you free
access to seceral text books and journals
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Self Evaluation: Identify Exemplary Practices
Describe what you think are three “stand-out practices” in your course. These are the top three
items you wish to highlight for reviewers to consider as exemplary practices to share with the
broader eLearning community.
1. Themes of the weeks and week contents
2. Assessmnet methods
3. Varierty of learning modules
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©1997-2011. Blackboard Inc.
Course Access and Permission Information
Course Access
The course to be reviewed must be a copy of a previously offered course. For the purposes of
the ECP review the course should not be actively used for teaching. In addition, once you have
applied, this copy of the course site should not be revised or modified. For these reasons you (or
your system administrator) should create a copy of the course and a new user ID (with Faculty,
Course Builder or Designer access) to allow the reviewers to access the course.
Please contact your System Administrator for help creating a back-up of your course and
providing access to it for the Exemplary Course Reviewers.
If student privacy is an issue, please contact us at ecp@blackboard.com to discuss possible
alternatives.
The reviewers will require access for at least a six-month period following the submission of this
form. The password below must be valid until at least July 31, 2010; we reserve the right to
disqualify your course if your username and password are not valid until July 31, 2010.
Please add any specific instructions related to account access.
Faculty/Designer/Course Builder Access:
URL:
https://lms.ksu.edu.sa/
Username:
review
Password:
12345678
special instructions:
The homepage for the LMS is in Arabic. The Login is on
the right-hand side of the page midway down. Enter the login name in the top text box,
the password in the bottom text box and click the light blue button to login.
If your course is selected as a Blackboard Exemplary Course, your course will be showcased
within Blackboard.com and Blackboard Connections. Blackboard staff will work with you to
address student privacy and intellectual property concerns.
Permissions
By submitting this course for consideration and providing access, you grant the right for the ECP Directors
and members of the review team to enter your course for review purposes. Should your course be chosen
as a Blackboard Exemplary Course, you also grant non-exclusive rights to the Program evaluators and
Blackboard Inc. to use the materials submitted in professional and trade publications and conference
presentations related to Blackboard’s Exemplary Course Program. This includes permission to move the
course to a Blackboard server and provide guest access to the course on Blackboard.com. The ECP
Directors and Blackboard Inc. agree to attribute the materials to their source (person or institution).
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©1997-2011. Blackboard Inc.
In honor of granting our collegial access to your course and in recognition of applicable copyright laws, the
evaluators hereby attest that review access to the submitted course will be only for the purposes of this
Program. Any files downloaded or printed will be used solely for review purposes and will not be further
copied, distributed, or used in any course development without express written permission.
If you have any questions about the submission process, please email ecp@blackboard.com.
Thank you for participating in the Blackboard Exemplary Course Program.
BLACKBOARD INC.
EXEMPLARY COURSE AWARD WINNERS
OFFICIAL RULES
NO PURCHASE NECESSARY -- PURCHASING ANY GOOD OR SERVICE WILL NOT INCREASE THE ODDS OF
WINNING
Award Winners: For the courses submitted that are deemed “exemplary” by the Blackboard judges, each
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Lessons learned and best practices from the course author (or authoring team) will be shared with the
eLearning community.
CONSUMER DISCLOSURE
Blackboard, the sponsor of the Exemplary Course Program, may invite a representative from up to 10
award winning course teams (“Award winners”) to attend BbWorld®’11 to share their experiences about
exemplary course design with the Blackboard eLearning community. Airfare to BbWorld®’11, hotel
accommodations, and BbWorld®2011 registration will be at the Award Winners’ cost. Winners are
selected based on the criteria identified by Blackboard in the application process for the Exemplary
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Award Winners will be notified by email and phone by April 30, 2011.
Employees and Directors of Blackboard and any participating partner company, their respective parent,
affiliated and subsidiary companies, advertising and promotion agencies, judges and legal advisors, and
the immediate family or members of the same households of such employees or directors are not
eligible. By entering, you agree to these Official Rules and the decisions of Blackboard, which are final and
binding in all respects. Blackboard assumes no responsibility for the lost, late, incomplete, inaccurate,
stolen, misdirected, illegible or altered entries.
The Promotion is governed by the laws of the United States with venue in Washington, D.C., and all claims
must be resolved under District of Columbia law without regard to choice of law rules, first by mediation,
and then by arbitration, in the District of Columbia, under the rules of the American Arbitration
Association.
Blackboard assumes no responsibility for any error, omission, interruption, deletion, defect, or delay in
operation or transmission; communications line failure; theft or destruction of or unauthorized access to
promotion entries or entry forms; or alteration of entries or entry forms. Blackboard is not responsible for
any problems with or technical malfunction of any telephone network or lines, computer online systems,
servers or providers, computer equipment, software, failure of any e-mail or mailed-in entry to be
received on account of technical problems or traffic congestion on the Internet or at any website, or any
combination thereof, including any injury or damage to participants' or any other persons' computers
Page 31 of 39
©1997-2011. Blackboard Inc.
related to or resulting from participation or downloading any materials in this Giveaway. In no event shall
there be a greater number of prizes awarded than the published number.
By entering this Promotion, entrants and Prize Winners: (1) agree to be bound by these Official Rules; (2)
agree to release Blackboard and its subsidiaries, affiliates, divisions, advertising and promotion, fulfillment
and/or judging agencies, related entities from any and all liability for any loss, harm, damages, costs or
expenses, including without limitation property damages, personal injury and/or death arising out of
participating in this Promotion, or the acceptance, possession, use or misuse of any prize and claims
based on publicity rights, defamation or invasion of privacy and merchandise delivery; and (3) Award
Winners consent to the use of their names, voices, pictures, and likenesses for advertising and
promotional purposes in any medium throughout the world in perpetuity without additional
compensation unless prohibited by law. Sponsor reserves the right to prohibit any entrant from
participating in the Promotion if, at their sole discretion, Sponsor finds such entrant to be tampering with
the entry process or the operation of the Promotion, or if such entrant repeatedly shows a disregard for,
or attempts to, circumvent these Rules, or acts: (a) in a manner the Sponsor determines to be not fair or
equitable; (b) with an intent to annoy, threaten or harass any other entrant the Sponsor; or (c) in any
other disruptive manner. Any failure by the Sponsor to enforce any of these Rules shall not constitute a
waiver of such Rules.
Caution: any attempt by any person to deliberately damage any website or undermine legitimate
operation of the Promotion is a violation of criminal and civil laws. Should such an attempt be made,
blackboard reserves the right to seek damages from any such person to the fullest extent permitted by
law.
To request a winners list (available after July 30, 2011) send a self-addressed, stamped envelope to be
received within 60 days after selection date to: Blackboard Inc., 650 Massachusetts Ave. NW, 6 th Floor,
Washington, DC 20001. Please specify “Exemplary Course Program Award Winners” on the outer
envelope.
If you have any questions about this Promotion, please contact Jan Poston Day, Blackboard Inc., 650
Massachusetts Ave, NW 6th Floor, Washington, DC 20001.
Permission to reprint this form is granted to educational institutions and academic researchers provided
that the criteria are reprinted in their entirety and without modification. Non-academic use requires
permission of the copyright holders.
Copyright © 1997-2011. Blackboard Inc. All rights reserved. Blackboard and Blackboard Learn are
trademarks or registered trademarks of Blackboard Inc. or its subsidiaries in the United States and/or
other countries.
Page 32 of 39
©1997-2011. Blackboard Inc.
2011 Blackboard Exemplary Course Program Rubric
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating
best practices for designing engaging online courses and courses with online components.
Using the Blackboard Exemplary Course Program Rubric, instructors and course designers are able to
evaluate how well their own course conforms to best practices for Course Design, Interaction and
Collaboration, Assessment and Learner Support. Furthermore, they learn and better understand by
internalizing the evaluation criteria, what makes an exemplary course.
The Blackboard Exemplary Course Program Rubric details a range of criteria to rate performance in each
component of the course. The performance ratings are Exemplary, Accomplished, Promising, and
Incomplete. Detailed feedback on expectations needed to meet to achieve a specific rating for each
component in the course is provided.
Using the Blackboard Exemplary Course Program Rubric offers a number of advantages:
 The ECP Rubric allows course designers and instructors to become better judges of the quality of
their own work. It provides detailed information about areas of strengths and areas of their
course in need of improvement.

The ECP Rubric allows assessment of online and hybrid/blended courses (those which have
online and face-to-face components) to be more objective and consistent. An increased focus on
student learning outcomes demands development of high quality courses whether they are fully
online, or have online components.

The ECP Rubric reduces the amount of time it takes to assess the quality and completeness of a
course. This is especially helpful if you are using the rubric to assess the courses across a
program of study or the work of multiple course developers.
For more information about the Blackboard Exemplary Course Program, best practices in course design,
and examples of exemplary courses please visit http://www.blackboard.com/ecp.
Page 33 of 39
©1997-2011. Blackboard Inc.
Course Design (page 1 of 2)
Goals and
Objectives
Goals and objectives are easily located
within the course; are clearly written at
the appropriate level and reflect desired
outcomes; are written in measureable
outcomes (students know what they are
expected to be able to do), are made
available in a variety of areas in the
course (within the syllabus and each
individual learning unit)
Exemplary
Content is made available or “chunked” in
manageable segments (i.e., presented in
distinct learning units or modules);
navigation is somewhat intuitive, but
some “exploring” is required to determine
the flow of content; content is presented
using a variety of mechanisms (content
modules, single pages, links to external
resources, RSS Feeds, print material);
visual and/or auditory elements
occasionally enhance the content;
supplementary resources are made
available (course CDs, textbooks, course
manuals, etc.);
Goals and objectives are located within
the course syllabus or the individual
learning units; objectives are written to
reflect desired learning outcomes,
although not all are written as
measureable outcomes; students have
some understanding of what is expected
of them;
Accomplished
Some content segments are overly
large (or possibly too small) for the
specified objectives; navigation is
only occasionally intuitive, thus the
flow of content is sometimes not
easily determined; the design does
not avail of the content presentation
tools (content modules, single pages,
links); few or no visual and/or
auditory elements are used to
enhance the content; supplementary
resources may be made available
(course CDs, textbooks, course
manuals, etc.)
Goals and objectives are not easily
located within the course; are not
clearly written in measurable
learning outcomes; students may be
unsure of what they are expected to
be able to do; the level does not
match the desired outcomes;
Promising
Goals and objectives are
not easily located within
the course; some are
missing and others poorly
written ; the level does
not match the desired
learning outcomes;
Incomplete
Course Design addresses elements of instructional design. For the purpose of this program, course design includes such elements as structure of the course, learning objectives,
organization of content, and instructional strategies.
Content
Presentation
Content is made available or “chunked”
in manageable segments (i.e., presented
in distinct learning units or modules);
navigation is intuitive; content flows in a
logical progression; content is presented
using a variety of appropriate
mechanisms (content modules, single
pages, links to external resources, RSS
Feeds, print material); content is
enhanced with visual and auditory
elements; supplementary resources are
made available (course CDs, textbooks,
course manuals, etc.)
Content is not “chunked”
into manageable
segments; navigation is
not intuitive and the flow
of content is unclear; the
design does not avail of
the content presentation
tools (content modules,
single pages, links); no
visual or auditory
elements are used to
enhance the content;
supplementary resources
are not made available
(course CDs, textbooks,
course manuals, etc.)
©1997-2011. Blackboard Inc.
Page 34 of 39
It is clear how the instructional strategies
will enable students to reach course
goals and objectives; course design
includes guidance for learners to work
with content in meaningful ways (e.g.,
pre-reading outlines, web-quests, devil's
advocate challenges, etc.); higher order
thinking (e.g., analysis, problem solving,
or critical reflection) is expected of
learners and explained with examples or
models; individualized instruction,
remedial activities, or resources for
advanced learning activities are provided;
Exemplary
Instructional strategies are designed to
help students to reach course goals and
objectives, although this relationship may
not be obvious to learners; guidance is
provided, but could be improved with
greater detail or depth; higher order
thinking is required for some activities but
is not well-explained or supported (e.g., by
providing examples of "good answers");
differentiated instruction (such as
remediation) may be available on a limited
basis;
Accomplished
It is not clear how the instructional
strategies will help learners achieve
course course goals and objectives;
guidance in using content materials
may only be provided on a limited
basis; higher order thinking is not
required or encouraged;
differentiated instructional
opportunities are not provided,
although there may be
supplementary content resources
available;;;
Promising
Incomplete
Tools available within the CMS could be
utilized more (or more creatively) to
engage learners with course content; CMS
tools are made available to assist
students, but could be organized or
arranged for even greater usefulness;
technologies within the course are used in
many cases merely to replicate traditional
face-to-face instruction; there is some
variety in the tools used to deliver
instruction;
Technologies used within
the CMS do not engage
students with learning;
tools that could reduce
the labor-intensity of
online instruction are not
utilized; students are not
expected to use
technologies available
within the CMS; only a
few technologies
available within the CMS
are used;
Instructional strategies do
not provide students with
skills needed to achieve
course goals and
objectives; content is
provided but it is not
clear what students are
expected to do with it;
higher order thinking is
not expected from
students; no
supplementary resources
or activities are provided
for remediation or
advanced study;
Course Design (page 2 of 2)
Learner
Engagement
Technology
Use
Tools available within the CMS are used
to facilitate learning by engaging
students with course content; CMS tools
are used to reduce the labor-intensity of
learning (e.g., providing links to needed
resources where they will be used in the
course); technologies are used creatively
in ways that transcend traditional,
teacher-centered instruction; a wide
variety of delivery media are
incorporated into the course;
Tools available within the CMS are
not used to their full extent or not
used when it would be appropriate
to do so; only a few tools (of those
available within the CMS) are used in
a way that streamlines access to
materials and activities for students;
technologies within the CMS are
used primarily by instructors and not
students ("students as recipients of
content" model); there is little
variety in use of technologies within
the CMS;
©1997-2011. Blackboard Inc.
Page 35 of 39
Interaction and Collaboration
Interaction and Collaboration can take many forms. The ECP criteria place emphasis on the type and amount of interaction and collaboration within an online environment.
Development of
Learning
Community
Communication
Strategies
Communication activities are designed to
help build a sense of community among
learners; student-to-student interactions are
required as part of the course; students are
encouraged to initiate communication with
the instructor; collaboration activities (if
included) reinforce course content and
learning outcomes, while building workplaceuseful skills such as teamwork, cooperation,
negotiation, and consensus-building;
There are plentiful opportunities for
synchronous and/or asynchronous
interaction, as appropriate; asynchronous
communication strategies promote critical
reflection or other higher order thinking
aligned with learning objectives; synchronous
communication activities benefit from realtime interactions and facilitate "rapid
response" communication (i.e., students gain
practice discussing course content
extemporaneously without looking up basic,
declarative information);
Exemplary
Expectations of student participation in
communication activities are given, but
would benefit from more detail;
expectations regarding the quality of
communications are included, but may be
sketchy and lack detail or illustrative
examples; minimal information may be
provided regarding grading criteria for
communications activities; the instructor
is occasionally involved in communication
activities; the instructor sometimes takes
advantage of CMS tools to post
announcements, reminders, etc.;
Communication activities may help
learners build a sense of community, but
do not appear to be designed with this in
mind; some student-to-student
interaction is built into the course;
students interact with the instructor,
although primarily as a result of
instructor-initiated contact; collaboration
activities (if included) support some teambuilding skills, but may not purposefully
integrate these elements;
Several communication activities are
included to reinforce the desired learning
outcomes; asynchronous communications
sometimes require reflection or other
higher order thinking; synchronous
interactions are meaningful but may not
take full advantage of the real-time
presence of instructor and/or peers;
Accomplished
Instructor expectations of student
interactions are not made clear; little
information is provided regarding
what constitutes a "good" response
or posting; students are not given a
clear set of criteria for how
communications activities will be
graded; the instructor appears to be
largely absent from communications
activities; few announcements,
reminders, or other updates are
provided;
Effort has been devoted to fostering
a sense of community in the course,
but only minimally. More focus is
needed on designing activities and a
course climate that foster studentto-student interactions as well as
student-to-instructor interactions.
Communication strategies are
included, however, they may not
consistently reinforce desired
learning outcomes; asynchronous
communications are focused
primarily on lower levels of thinking
(e.g., summarizing, describing,
interpreting, etc.); synchronous
interactions are used mostly for
instructor explanation or clarification
of content, or other instructorfocused activities;
Promising
Few or no guidelines
are provided to
students regarding
the desired quantity
or quality of
communications/int
eractions within the
course; the
instructor does not
participate in
communications
activities with
students;
Little to no attention
has been devoted to
building a sense of
community in this
course.
Little to no attention
has been devoted to
communication
strategies;
interaction activies
that are included do
not invoke critical
thinking, reinforce
learning, or take
advantage of the
specific strengths of
the communication
tools used;
Incomplete
Interaction denotes communication between and among learners and instructors, synchronously or asynchronously. Collaboration is a subset of interaction and refers specifically to
those activities in which groups are working interdependently toward a shared result. This differs from group activities that can be completed by students working independently of one
another and then combining the results, much as one would when assembling a jigsaw puzzle with parts of the puzzle worked out separately then assembled together. A learning
community is defined here as the sense of belonging to a group, rather than each student perceiving himself/herself studying independently.
Interaction
Logistics
Guidelines explaining required levels of
participation (i.e., quantity of interactions)
are provided; expectations regarding the
quality of communications (e.g., what
constitutes a "good" answer) are clearly
defined; a rubric or equivalent grading
document is included to explain how
participation will be evaluated; the instructor
actively participates in communications
activities, including providing feedback to
students; the instructor uses communication
tools to provide course updates, reminders,
special announcements, etc.;
©1997-2011. Blackboard Inc.
Page 36 of 39
Assessment
Expectations
Assessments match the goals &
objectives; learners are directed to
the appropriate objective(s) for each
assessment; rubrics or descriptive
criteria for desired outcomes are
provided (models of "good work" may
be shown, for example); instructions
are written clearly and with sufficient
detail to ensure understanding;
Exemplary
Assessments match the
goals & objectives; rubrics
or descriptive criteria for
desired outcomes are
included for some
assessment activities;
instructions are written
clearly, with some detail
included;
Accomplished
Students are assessed on the
topics described in the course
goals and objectives; there may
be some explanation of how
assessments will be
scored/graded; instructions lack
detail that would help students
understand how to complete
the activities;
Promising
Assessments bear little
resemblance to goals &
objectives; expectations or
grading criteria are not
provided; instructions are
limited or absent;
Incomplete
Assessment focuses on instructional activities designed to measure progress towards learning outcomes, provide feedback to students and
instructor, and/or enable grade assignment. This section addresses the quality and type of student assessments within the course.
Assessment Design
Assessment activities have
"face validity" (i.e., they
appear to match the
curriculum); some activities
involve higher order
thinking; assessment
activities may focus on tasks
similar to real-world
application of skills; multiple
assessments are included; at
least three different types of
assessments are used;
Assessment activities appear
to lack validity due to bias, lack
of clarity in questions or tasks,
or because students are
evaluated on performance
unrelated to the stated
objectives; no higher-order
thinking skills are required to
complete assessment
activities; there is little or no
evidence of authenticity built
into assessments; assessments
are too few and far apart for
the course content;
It is not clear whether the
assessment activities actually
measure the desired skill; the
vast majority of assessments
require only low-level thinking
(memorization, for example);
assessment activities typically
do not include tasks that are
relevant beyond the scope of
this course; multiple
assessments are included; two
types of assessments are
included, at a minimum;
A few self-assessments may be
included, but they offer little
more feedback than flash
cards;
Assessments appear to measure the
performance they claim to measure
(e.g., activities are explained using
appropriate reading level and
vocabulary); higher order thinking is
required (e.g., analysis, problemsolving, etc.); assessments are
designed to mimic authentic
environments to facilitate transfer;
assessment activites occur frequently
throughout the duration of the
course; multiple types of assessments
are used (research paper, objective
test, discussions, etc.)
There may be self-assessment
activities, but they are limited in
scope and do not offer useful
feedback;
Self-assessment
Some self-assessment
activities are included; selfassessments provide
feedback to learners;
Many opportunities for selfassessment are provided; selfassessments provide constructive,
meaningful feedback;
©1997-2011. Blackboard Inc.
Page 37 of 39
Learner Support (page 1 of 2)
Supportive
Software (Plugins)
Orientation to
Course and CMS
Clear explanations of optional and/or
required software including any
additional costs (in addition to the CMS)
are provided within the course; software
required to use course materials is listed
with links to where it can be captured and
installed; links are located within the
course where learners will use the
software (i.e., near the materials
requiring its use);
Clearly labeled tutorial materials that
explain how to navigate the CMS and the
specific course are included; tutorials are
found easily (few clicks) whether internal
or external to the course, with easy
return to other areas of the course;
tutorial materials support multiple
learning modalities: audio, visual, and
text based;
Exemplary
Contact information for the
instructor is included but may not be
easy to find; contact information
includes more than one type of
communication tool; expected
response time for e-mail replies may
be included; instructor's role within
the course not clearly spelled out to
students; the instructor's methods of
collecting and returning work are
clearly explained;
Clear explanations of optional and/or
required software (in addition to the
CMS) are provided within the course;
software required to use course
materials is listed but links to where
it can be captured and installed are
not found near where it will be used;
Clearly labeled tutorial materials that
explain how to navigate the CMS and
the specific course are included;
tutorials may not be easily accessed,
or require the learner to leave
course site without an easy return;
tutorial materials support multiple
learning modalities: audio, visual,
and text based;
Accomplished
Contact information for the instructor
is provided but not easy to find;
contact information includes only one
way to reach the instructor; no
information concerning response
time for e-mail replies is not included;
little or no information is given
regarding the instructor's role in the
course; the instructor's methods of
collecting and returning work are
evident but not clearly explained;
Software (in addition to the CMS)
required to use course materials is
mentioned, but not explained; links
to where it can be captured and
installed are provided, although they
may not be conveniently located;
Tutorial materials that explain how to
navigate the CMS and/or the specific
course may be evident, but not easily
found; materials do not support
multiple learning modalities and are
text-based only;
Promising
Contact information for the
instructor is sketchy, at best;
no information concerning
response time for e-mail
replies is included;
information regarding the
instructor's role in the course
is not included; Instructor's
methods of collecting and
returning work are confusing
or non-existent;
The need for additional
software required to use
course materials may be
mentioned; links to software
may be missing or
incomplete;
Tutorial materials explaining
how to navigate the CMS or
the specific course may be
included but are difficult to
find, lack detail, are not well
organized, or are
incomplete; tutorial materials
that are included do not
support multiple learning
modalities;
Incomplete
Learner Support addresses the support resources made available to students taking the course. Such resources may be accessible within or external to the course environment.
Specifically, learner support resources address a variety of student services including, but not limited to the following.
Instructor Role
and Information
Contact information for the instructor is
easy to find and includes multiple forms
of communication (for example, e-mail,
phone, chat, etc.); expected response
time for e-mail replies is included;
instructor's role within the course is
explained (for example, whether he/she
will respond to "tech support" type
questions); the instructor's methods of
collecting and returning work are clearly
explained;
©1997-2011. Blackboard Inc.
Page 38 of 39
Technical
Accessibility Issues
Course/
Institutional Policies
and
Support
Course materials use standard formats to
ensure accessibility; if specific software is
required to which some learners may not
have access, alternative file types are
provided; large files are identified to help
learners consider download times; alternative
(smaller) files are provided where appropriate;
video are streamed whenever possible;
graphics are optimized for web delivery and
display without needing extensive scrolling;
Links to institutional policies, materials, and
forms relevant for learner success (for
example, plagiarism policies) are clearly
labeled and easy to find; links allow easy
navigation from the course to the information
and back; course/instructor policies regarding
decorum, behavior, and netiquette are easy to
find and written clearly to avoid confusion;
links to institutional services such as the
library, writing center, or financial aid office
are clearly labeled and easy to find;
Exemplary
Course materials use standard formats to
ensure accessibility; if specific software is
required to which some learners may not
have access, alternative file types are
sometimes provided; large files are not
identified as such; alternative (smaller) files
are not provided; video files are streamed in
some cases; graphics are not be optimized
for web delivery but display without
extensive scrolling;
Links to institutional policies, materials, and
forms relevant for learner success (for
example, plagiarism policies) are included
but may require searching to find; links
allow easy navigation from the course to the
information and back; course/instructor
policies regarding decorum, behavior, and
netiquette are included and are written
clearly to avoid confusion; links to
institutional services such as the library,
writing center, or financial aid office may be
included but require searching to find;
Accomplished
Course materials use standard formats to
ensure accessibility; if specific software is
required to which some learners may not
have access, alternative file types are not
provided; large files are not identified as
such and alternative (smaller) files are
not provided; video files are not
streamed; graphics are not optimized for
web delivery and may require extensive
scrolling;
Links to some institutional policies,
materials, and forms relevant for learner
success (for example, plagiarism policies)
are included but are difficult to find;
course/instructor policies regarding
decorum, behavior, and netiquette are
included but are not clearly written or
would benefit from more detail; a few
links to institutional services such as the
library, writing center, or financial aid
office may be included but require
searching to find;
Promising
Course materials sometimes use
standard formats to ensure
accessibility; if specific software is
required to access course materials, no
mention of this is included and
alternative file types are not provided;
large files are not identified as such and
alternative (smaller) files are not
provided; video files are not streamed;
graphic files are not optimized for web
delivery and require extensive scrolling;
Links to some institutional policies,
materials, and forms relevant for
learner success (for example, plagiarism
policies) are not included; some
course/instructor policies regarding
decorum, behavior, and netiquette may
be included but are not clearly written
or would benefit from more detail; links
to institutional services such as the
library, writing center, or financial aid
office are not included;
Incomplete
Learner Support (page 2 of 2)
Accommodations
for
Disabilities
Supportive mechanisms allow
somelearners with disabilities to
participate in the online community for
some activities; the design and delivery
of content do not apply alternative
resources nor enable assistive processes
for those needing accommodations;
links to institutional policies, contacts,
and procedures to support learners
with disabilities are not evident; design
factors such as color, text size
manipulation, audio and video controls,
and alt tags have not been considered;
Learners do not have the opportunity to
give feedback to the instructor
regarding course design or course
content; feedback mechanisms do not
guarantee privacy to the student;
Supportive mechanisms allow some
learners with disabilities to participate
fully in the online community; the design
and delivery of content do not include
alternative resources nor enable assistive
processes for those needing
accommodation; links to institutional
policies, contacts, and procedures to
support learners with disabilities are not
evident; design factors such as color, text
size manipulation, audio and video
controls, and alt tags have not been
considered;
Learners have the opportunity to give
feedback to the instructor regarding
course design or course content, but only
after course completion; feedback
mechanisms do not guarantee privacy to
the student;
Supportive mechanisms allow learners with
disabilities to participate in the online
community for most activities; the design
and delivery of content integrate some
alternative resources or enable assistive
processes for those needing
accommodation; links to institutional
policies, contacts, and procedures to
support learners with disabilities are
included but may not be easy to find; design
factors such as color, text size manipulation,
audio and video controls, and alt tags have
been considered in some cases;
Learners have the opportunity to give
feedback to the instructor regarding course
design and/or course content, but only after
course completion; feedback mechanisms
allow students to participate anonymously
in course evaluation;
Supportive mechanisms allow learners with
disabilities to participate fully in the online
community; the design and delivery of
content integrate alternative resources
(transcripts, for example) or enable assistive
processes (voice recognition, for example) for
those needing accommodation; links to
institutional policies, contacts, and procedures
for supporting learners with disabilities are
included and easy to find; design factors such
as color, text size manipulation, audio and
video controls, and alt tags reflect universal
accessibility considerations;
Feedback
Learners have the opportunity to give
feedback to the instructor regarding course
design and course content both during course
delivery and after course completion;
feedback mechanisms allow students to
participate anonymously in course evaluation;
©1997-2011. Blackboard Inc.
Page 39 of 39